R8 Kinder Learning Program Aug 2023

R8 Eastern Visayas
Key Stage 1
Foundations for Effective Learning
Transition (FELT)
KINDER LEARNING PACKAGE
August to September 2023
(1 month)
Division Training of Trainers (DToT) / Training of Teachers (ToT)
(Date)
TIME DAY 1 DAY 2 DAY 3
AM OPENING PROGRAM Key Stage 1 Foundations for KLP Return Demo (solo)
8AM-12NN Key Stage 1 Foundations for Effective Learning Transition- Venue: TBA
Effective Learning Transition- The Kinder Learning Package *KLP trainers give feedback (only
The Kinder Learning Package Materials for Division Training of Trainers)
Routine Lesson Map, Lesson Plans,
Focus: Storytelling- BDA Process Reproducible Activities, Storytelling
Read Aloud, Creative Reading, & Videos, Story Slide Presentations,
Dialogic Reading Scanned Copies, and Audio Stories
PM Key Stage 1 Foundations for The Kinder Learning Package KLP Return Demo (solo)
1-5PM Effective Learning Transition-The Return-Demo Orientation Venue: TBA
Kinder Learning Package *KLP trainers give feedback (only
Routine The Kinder Learning Package for Division Training of Trainers)
Focus: Storytelling- BDA Process Return-Demo Preparation
Read Aloud, Creative Reading, & Material-making for the Learning Training Demo (solo)
Dialogic Reading of “Bakit Matagal Stations and Storytelling *Only for KLP trainers (DToT)
ang Sundo Ko?”
ABC+: Advancing Basic Education in the Philippines | DAY 3 SESSION 6 PHONICS |

Kinder Weeks 1 & 2: Staggered Schedule
● Half of the class will attend the Kinder class following the
Kinder Learning Program Schedule for 1.5 hours every day
● The focus is on literacy and numeracy.
● The theme is “My First Days in School”.
● The subtopics are first day in school, self, introducing one’s self,
self-help skills in school, people in school, things we see in the
school, feelings while in school, relating to teacher and
classmates, separating from parents.
● The domains are integrated all throughout the routine and
through the use of literature.
4
The Kinder Learning Program Routine & Components
PER SUBJECT (Mother Tongue, Filipino, English, Math) WEEKS 1 & 2: Staggered Schedule
TIME (minutes) ROUTINE COMPONENTS
30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

Reading- Vocabulary, Word Reading, Fluency, Reading
Comprehension
Writing- Vocabulary, Writing letters, words, sentences, stories
Listening- Phonological Awareness, Listening Comprehension
Speaking- Vocabulary
Math: Understanding Numbers, Addition
35 ● Literacy & Numeracy: Music and Phonological Awareness

Movement Vocabulary
● Circle Time Alphabet Knowledge
● Storytelling Word Reading
● Literacy & Numeracy Lesson: Activity Reading Fluency and Comprehension
Sheet
● Outdoor/ Indoor Play
20 Snack time & Grooming Get food and Pack-away, Brush Teeth, Change Clothes
5 Synthesis/ Closing
5
Kinder Weeks 3 & 4: Full Kinder Learning
Program Schedule
● The whole class will attend the full 3-hour Kinder class
following the Kinder Learning Program every day, still focusing
on literacy and numeracy.
● The theme is “My First Days in School”.
● The subtopics are first day in school, self, introducing one’s self,
self-help skills in school, people in school, things we see in the
school, feelings while in school, relating to teacher and
classmates, separating from parents.
● The domains are integrated all throughout the routine and
through the use of literature.
6
PER SUBJECT (Mother Tongue, Filipino, English, Math). WEEKS 3 & 4: Full Schedule

Comprehension

Movement Vocabulary
Sheet
7
The teacher welcomes the students
and encourages them to choose the
learning center where they want to
play and explore.
There are literacy and numeracy

Learning Station Activities learning centers.
The literacy learning centers focus on

listening, speaking, reading, and
writing
The numeracy learning centers focus

on shapes, counting, and patterns.

Comprehension

Movement Vocabulary
Sheet
10
TIME ROUTINE COMPONENTS
(minutes)
30 Learning Station Activities Reading | Writing | Listening | Speaking |.

Math
Reading- Vocabulary, Word Reading,
Fluency, Reading Comprehension
Writing- Vocabulary, Writing letters, words,
sentences, stories
Listening- Phonological Awareness,
Listening Comprehension
11

Comprehension

Movement Vocabulary
Sheet
12
TIME ROUTINE COMPONENTS
(minutes)
60 Learning Station Activities Reading | Writing | Listening | Speaking |.

Math
Reading- Vocabulary, Word Reading,
Fluency, Reading Comprehension
Writing- Vocabulary, Writing letters, words,
sentences, stories
Listening- Phonological Awareness,
Listening Comprehension
13
Music and movement is a good
transition from exploring the learning
centers to circle time.
This activity involves dancing and

Music and Movement movements to music and chants.
Literacy and Numeracy For the first month, the theme for this
activity will focus on literacy and
numeracy concepts integrated in the
songs, chants, rhymes and even the
bodily actions.

Comprehension

Movement Vocabulary
Sheet
16

Comprehension
35 ● Literacy & Numeracy: Phonological Awareness

Music and Movement Vocabulary
● Literacy & Numeracy Reading Fluency and Comprehension
Lesson: Activity Sheet
17
60 Learning Stationr Activities Reading | Writing | Listening | Speaking |. Math

Comprehension

Movement Vocabulary
Sheet
18

Comprehension

19
Circle time also involves music and
singing and so, the transition from
Music and Movement can be very
smooth by just singing a calmer song
that will direct students from standing
up to sitting down in a circle or sitting
on the mat.
Circle Time
Circle time features meeting time
routine like saying hello to each other
through a song; checking the
attendance; counting the boys and
girls; observing the weather; talking
about important experiences, and
singing more songs.

Comprehension

Movement Vocabulary
Sheet
22

Comprehension

23

Comprehension

Movement Vocabulary
Sheet
24

Comprehension

25
Storytelling is something that children
really look forward to. Teachers can be
intentional in building the students
vocabulary, oral language, and
listening comprehension through
Storytelling reading them stories aloud.
Before, During, After Storytelling time may also feature
Reading Process poems, nursery rhymes, songs, and
other genre.
The teacher will follow the BDA

Process in presenting the selection
read by the teacher.
READING DESCRIPTION
First Reading The teacher reads the story aloud.

The teacher uses the BDA process.
Second Reading The teacher uses creative ways in reading the selection.
Third Reading The teachers reads one or both books of the week using
dialogic reading.
ABC+: Advancing Basic Education in the Philippines | DAY 3 SESSION 6 PHONICS

BEFORE, DURING, AFTER (BDA) PROCESS
During
Reading
• Activate prior • Extend and
knowledge • Monitor elaborate ideas
• Set purpose comprehension from the text
• Connect with
Before the text After
Reading Reading

The teacher will provide activity sheets to
develop literacy and numeracy skills
based on the story or selection read by
the teacher.
While developing oral language and

Activity Sheet listening comprehension, the teacher
integrates other literacy skills like writing
Literacy and Numeracy (tracing and copying), picture
comprehension, and vocabulary In the
activity sheet. For numeracy, the teacher
integrates concepts like, colors, shapes,
patterns, and numbers as well as skills like
counting, tracing and copying numerals,
grouping, and sequencing.

Comprehension

Movement Vocabulary
Sheet
30

Comprehension

31

Comprehension

Movement Vocabulary
Sheet
32

Comprehension

33
Children are taught how to take good
care of themselves even during snack
time and grooming.
The teacher instills choosing food with

good nutrition to kids and encourages the
parents to do the same for the kids for
Snack Time and Grooming consistency, thus making it more effective
and real.
After snack time, where kids prepare and

pack away their food, students brush
their teeth one by one and freshen up
with powder and cologne. They also
check their uniform and comb their hair.

Comprehension

Movement Vocabulary
Sheet
35

Comprehension

Movement Vocabulary
Sheet
20 Snack time & Grooming Get food and Pack-away, Brush Teeth,
Change Clothes
36

Comprehension

Movement Vocabulary
Sheet
37

Comprehension

Movement Vocabulary
Sheet
30 Snack time & Grooming Get food and Pack-away, Brush Teeth,
Change Clothes
38
The teacher summarizes all that
transpired during the day.
He/ she also gives reminders for the

next day’s activities or lesson and any
Synthesis and Closing other upcoming activities.
The teacher also highlights the main

theme for the day.

Comprehension

Movement Vocabulary
Sheet
40

Comprehension

Movement Vocabulary
Sheet
41

Comprehension

Movement Vocabulary
Sheet
42

Comprehension

Movement Vocabulary
Sheet
43
CREDIT: KAREN RIVERA FOR USAID BASA PILIPINAS
FOCUS:
Storytelling
(BDA Process)

Read Aloud
ABC+: Advancing Basic Education in the Philippines

READING DESCRIPTION
The teacher uses the BDA process focusing on reading
comprehension.
The teacher uses the BDA process focusing on creative reading.
Third Reading The teachers reads one or both books of the week using dialogic
reading.
The teacher uses the BDA process focusing on developing
vocabulary and oral language during reading.

BEFORE, DURING,
AFTER (BDA)
READING

PROCEDURE
I. Before reading
A. Unlock vocabulary words. (Just 1 to 3 words)

Using Edgar
Dale’s Cone of
Experiences
VOCABULARY
1. Use of concrete objects
2. Use of pictures
3. Acting it out/ Demonstrating
4. Use of video clips
5. Use of audio clips

PROCEDURE
I. Before reading
B. Activate prior knowledge (Motivation).
■ Questions to make students interested
■ Connect to what they already know
C. Set purpose (motive)
■ A question or prediction that readers can confirm after
reading

PROCEDURE
I. Before reading
reading
D. Introduce the text and present the cover, title, author, and even
the publishing date to establish the idea of intellectual property

PROCEDURE
II. During reading
Some Reminders:
• Read the text aloud slowly, clearly and with expression.
• Show students the illustrations and use your facial expressions and body
language
• You may point to the words as you read them.
• Check your student’s facial expressions and body language to monitor
interest and understanding.

PROCEDURE
II. During reading
Directed Listening Thinking Activity
• After a page or two, ask who the main characters are and what the
students think the story will be about
• You may also ask about where and when did the story happen
• Once the problem surfaces, ask, “What is the problem in the story?”
• Ask them to predict, “What do you think they will do to solve the
problem?”
• Take a pause after a series of events and ask the students to quickly recall
what happened so far.
• Once the resolution is mentioned in the story, verify if what they
predicted matched the story or not. Ask for reactions.
• Finally, ask how the story ended.
PROCEDURE
III. After reading
• Ask the motive question again.
• Discuss or confirm predictions or any expectations about the text that
were discussed before reading.
• Ask different levels of questions.
• Try to get students to connect the text to their own lives and
experiences.
• Provide activity sheets related to the theme as well as our focus for this
month, which are literacy and numeracy concepts.

guro

nakatatakot
May nakitang nakatatakot ang mga bata.

Before Reading
Before Reading
Before Reading
Before Reading
Before Reading
Activity Sheet
(Literacy and Numeracy)
BEFORE READING DETAILS
• Unlock vocabulary words 1. guro- larawan
2. nakatatakot- pagbibigay ng
Before sitwasyon
Reading
• Motivation Question 1. Ano ang iyong inaalala/
• Motivation Questions nararamdaman/ inissip
habang tinitignan ang mga
Before larawan? (Nagpakita ng mga
Reading larawa sa eskwela kasama ang
guro dito.)
2. Base sa pabalat at pamagat,
tungkol saan kaya ang
kwento? Ano kaya ang
inaalala ng bata sa pagpasok
nya sa eskwela?
• Introduce the book. Ngayon ay tignan natin pabalat ng
aklat. Babasahin ko ang pamagat
Before ng kuwento, “Paano Kung
Nakatatakot ang Aking Guro?”
Reading sulat ng Angeli Ludovico at guhit
ni Hannah Manaligod
DURING READING DETAILS
Some Reminders: (Do you remember what I did? Did I
• Read the text aloud slowly, follow these reminders?)
clearly and with expression.
During • Show students the illustrations
and use your facial expressions
Reading • and body language
You may point to the words as
you read them.
• Check your student’s facial
expressions and body language to
monitor interest and
understanding.
Directed Listening Thinking Activity (Do you remember the
• After a page or two, ask who the main
characters are and what the students think questions that I asked? What
the story will be about were they?)
During • You may also ask about where and when did
the story happen
• Once the problem surfaces, ask, “What is
Reading •
the problem in the story?”
Ask them to predict, “What do you think
they will do to solve the problem?”
• Take a pause after a series of events and ask
the students to quickly recall what
happened so far.
• Once the resolution is mentioned in the
story, verify if what they predicted matched
the story or not. Ask for reactions.
AFTER READING DETAILS
• Ask the motive question Ano nga ulit ang inaalala/
again. nararamdaman/ naiisip ng bata sa
pagpasok sa eskwela?
After
Reading
• Discuss or confirm Balikan nga natin ang inyong mga
predictions or any hula sa simula ng kwento. Alin
expectations about the text dito ang sumakto sa ating
After that were discussed before kwento?
reading.
Reading
• Alalahanin din natin ang inyong
mga hula habang binubuklat ko
ang mga pahina ng kwento.
Alin-alin dito ang sumakto rin sa
kwento?
• Ask different levels of Ano nga ulit ang pinangalan natin
questions. sa ating bida sa kwento?
Ano nga ang kanyang inaalala sa
After pagpasok ng eskwela? Bakit kaya?
Reading
• Try to get students to Kung ikaw ang bata sa kwento, ano
connect the text to their kaya ang mararamdaman mo sa
After own lives and experiences. pagpasok sa eskwela?
Ano ang talagang naramdaman
Reading ninyo nang papasok palang kayo sa
eskwela sa unang pagkakataon?
Ano ang inyong ginawa?
• Ask different levels of Paano syang nagsimulang hindi na
questions. matakot?
Tama ba ang ginawa ng kanyang
After guro? Bakit?
Reading kaklase? Bakit?
Kinausap din nya ang isang kaklase.
Tama ba ang kanyang ginawa? Bakit?
• Try to get students to Kung may makikita kang kaklse na
connect the text to their walang kausap, ano ang iyong gagawin?
After own lives and experiences.
Gagayahin mo ba si ____?
Reading
• Provide activity sheets 1. Literacy
related to the theme as well a.Sketch to Stretch-
as our focus for this month, Paglalarawan sa guro
After which are literacy and b.Speech Balloon-
Pagpapakilala sa sarili
Reading numeracy concepts.
2. Numeracy
a.Iguhit ang mga kaklase at
pagkatapos ay subukang
bilangin sila.
b. Bumuo ng gusali ng
eskwela gamit ang mga
dalang kahon.
Activity Sheet
The Art of
Questioning

What are the different kinds of Comprehension
Questions
1. Literal comprehension
2. Interpretation (inferential)
3. Evaluation (critical reading)
4. Integration (application to self & life)
5. Creative Reading
• Answers to literal • Who/what/where/when…
questions can be . (Sino/ano/saan/kailan…)
found right in the text • Who are… (Sino-sino…)
• Define…. (Itukoy ang…)
(e.g., noting details
LITERAL • How many… (Ilan…)
QUESTIONS and sequencing). • What does …. mean...
(reading the lines) Usually involves (Anong ibig sabihin ng…)
asking who, what, • What was… (Ano ang…)
where, and when • What kind…. (Anong uri
questions ng…)
• involve asking questions that • How do you know… (Papaano mo
have an implied answer. nalaman na…)
• What… (Ano…)
Readers need to “read • What happened to… (Anong
between the lines.” nangyari kay/sa…)
• Answers may be found based • What happened before/after…
on clues in the text combined (Anong nangyari bago/pagkatapos
with the reader’s experience to ng…)
INFERENTIAL
figure out what is not directly • How many times… (Ilang beses…)
QUESTIONS • What example… (Anong mga
(reading between said. Examples of these clues halimbawa…)
the lines) logical cause and effect • Who/what/where/when did…
relationships, context clues, the (Sino/ano/saan/kailan…)
text’s tone and mood, and • How did… (Paano…)
character behavior among • Why did… (Bakit…)
others.
• involves a judgment of right • In your opinion… (Sa iyong
and wrong, good or bad, opinyon…)
• Do you agree/disagree
rightfully so or not.
with… Why/Why not?
• requires readers to
• Did the character do the
consider what they think
EVALUATIVE right thing? Why?
and believe in relation to
QUESTIONS • Can this event happen in
the message in the text. real life?
• readers are asked to justify • Did you like story? Why or
opinions, argue a stand or a Why not?
viewpoint, or analyze • What can you say about the
content or pictures. illustrations in the book?
•readers apply certain
ideas from the text to
the self or in their own
• Have you ever…
lives
(Nagawa mo na bang…)
•touches on empathy
• If you could… (Kung
INTEGRATIVE such as asking the
QUESTIONS kaya mong…)
reader to put herself or
• If you were going to…
himself in the shoes of a
(Kung ikaw ay…)
character or talk about
decision-making
thoughts.
• If you could end the
• encourage young
story differently, how
readers to read
would you end it?
beyond the printed
• How can we help
page.
others as children?
CREATIVE • turns the text into a
• Continue the story.
QUESTIONS springboard to other
• Write a letter to the
ideas and activities
author about what you
readers may create
liked and did not like in
and share.
the book.
Creative Reading

READING DESCRIPTION
comprehension.
The teacher uses the BDA process focusing on creative
reading.
Third Reading The teachers reads one or both books of the week using dialogic
reading.
A. CREATIVE WAYS OF
STORYTELLING
1. The use of dialogues with or
without costumes

A. CREATIVE WAYS OF
STORYTELLING
without costumes
2. Use of puppets (different kinds)

A. CREATIVE WAYS OF
STORYTELLING
without costumes
3. Use of dioramas

A. CREATIVE WAYS OF
STORYTELLING
without costumes
3. Use of dioramas
4. Use of pictures

A. CREATIVE WAYS OF
STORYTELLING
without costumes
3. Use of dioramas
4. Use of pictures
5. Use of videos

B. OTHER CREATIVE WAYS OF STORYTELLING
1. Students retell the story
2. Use of ukulele and other musical
instruments
3. Painting/ drawing while storytelling
4. Use of props

BEFORE, DURING,
AFTER (BDA)
READING

PROCEDURE
I. Before reading

Using Edgar
Dale’s Cone of
Experiences
VOCABULARY
2. Use of pictures

PROCEDURE
I. Before reading
reading

PROCEDURE
I. Before reading
reading
D. Introduce the text and present the cover, title, author, and even
the publishing date to establish the idea of intellectual property

PROCEDURE
II. During reading
Some Reminders:
• Show students the illustrations and use your facial expressions and body
language
• Check your student’s facial expressions and body language to monitor
interest and understanding.

PROCEDURE
II. During reading
Directed Listening Thinking Activity
• After a page or two, ask who the main characters are and what the
students think the story will be about
• You may also ask about where and when did the story happen
• Once the problem surfaces, ask, “What is the problem in the story?”
• Ask them to predict, “What do you think they will do to solve the
problem?”
• Take a pause after a series of events and ask the students to quickly recall
what happened so far.
• Once the resolution is mentioned in the story, verify if what they
predicted matched the story or not. Ask for reactions.
PROCEDURE
III. After reading
• Ask the motive question again.
• Discuss or confirm predictions or any expectations about the text that
were discussed before reading.
experiences.

What creative ways of storytelling can we use for
”Paano Kung Nakatatakot ang Aking Guro?”
• Unlock vocabulary words 1. guro- larawan
2. nakatatakot- pagbibigay ng
Before sitwasyon
Reading
• Motivation Question 1. Ano ang iyong inaalala/
• Motivation Questions nararamdaman/ inissip
habang tinitignan ang mga
Before larawan? (Nagpakita ng mga
Reading larawa sa eskwela kasama ang
guro dito.)
2. Base sa pabalat at pamagat,
tungkol saan kaya ang
kwento? Ano kaya ang
inaalala ng bata sa pagpasok
nya sa eskwela?
• Introduce the book. Ngayon ay tignan natin pabalat ng
aklat. Babasahin ko ang pamagat
Before ng kuwento, “Paano Kung
Nakatatakot ang Aking Guro?”
Reading sulat ng Angeli Ludovico at guhit
ni Hannah Manaligod
Some Reminders: (Do you remember what I did? Did I
• Read the text aloud slowly, follow these reminders?)
clearly and with expression.
During • Show students the illustrations
and use your facial expressions
Reading • and body language
You may point to the words as
you read them.
• Check your student’s facial
expressions and body language to
monitor interest and
understanding.
Directed Listening Thinking Activity (Do you remember the
• After a page or two, ask who the main
characters are and what the students think questions that I asked? What
the story will be about were they?)
During • You may also ask about where and when did
the story happen
• Once the problem surfaces, ask, “What is
Reading •
the problem in the story?”
Ask them to predict, “What do you think
they will do to solve the problem?”
• Take a pause after a series of events and ask
the students to quickly recall what
happened so far.
• Once the resolution is mentioned in the
story, verify if what they predicted matched
the story or not. Ask for reactions.
• Ask the motive question Ano nga ulit ang inaalala/
again. nararamdaman/ naiisip ng bata sa
pagpasok sa eskwela?
After
Reading
• Discuss or confirm Balikan nga natin ang inyong mga
predictions or any hula sa simula ng kwento. Alin
expectations about the text dito ang sumakto sa ating
After that were discussed before kwento?
reading.
Reading
• Alalahanin din natin ang inyong
mga hula habang binubuklat ko
ang mga pahina ng kwento.
Alin-alin dito ang sumakto rin sa
kwento?
• Ask different levels of Ano nga ulit ang pinangalan natin
questions. sa ating bida sa kwento?
Ano nga ang kanyang inaalala sa
After pagpasok ng eskwela? Bakit kaya?
Reading
• Try to get students to Kung ikaw ang bata sa kwento, ano
connect the text to their kaya ang mararamdaman mo sa
After own lives and experiences. pagpasok sa eskwela?
Ano ang talagang naramdaman
Reading ninyo nang papasok palang kayo sa
eskwela sa unang pagkakataon?
Ano ang inyong ginawa?
• Ask different levels of Paano syang nagsimulang hindi na
questions. matakot?
After guro? Bakit?
Reading kaklase? Bakit?
Kinausap din nya ang isang kaklase.
Tama ba ang kanyang ginawa? Bakit?
• Try to get students to Kung may makikita kang kaklse na
connect the text to their walang kausap, ano ang iyong gagawin?
After own lives and experiences.
Gagayahin mo ba si ____?
Reading
• Provide activity sheets 1. Literacy
related to the theme as well a.Sketch to Stretch-
as our focus for this month, Paglalarawan sa guro
After which are literacy and b.Speech Balloon-
Pagpapakilala sa sarili
Reading numeracy concepts.
2. Numeracy
a.Iguhit ang mga kaklase at
pagkatapos ay subukang
bilangin sila.
b. Bumuo ng gusali ng
eskwela gamit ang mga
dalang kahon.
Activity Sheet
READING DESCRIPTION
comprehension.
The teacher uses the BDA process focusing on creative reading.
Third Reading The teachers reads one or both books of the week using
dialogic reading.

Dialogic Reading

I. Dialogic Reading
An instructional strategy that helps develop students’ early literacy skills.
Like dialogue or conversation

about a book
effective for students with disabilities,

struggling readers and bilingual
learners
May be used for groups with a wide

wide range of reading abilities

I. Dialogic Reading
It creates a structure for Consider the May help teachers develop

reading aloud to students which illustrations when students’ vocabulary in
focuses on their engagement selecting a text for other content areas such
with the text through dialogic reading and as in Science and Social
conversation about the text. talk about them Studies
It makes a read aloud more interactive and more

student centered by asking questions and allowing the
teacher to dig deeper into student responses.

Rationale for Using the Strategy
➔ Dialogic reading provides a model for how good readers think about a text
as they are reading it.
➔ Dialogic reading offers an interactive, student-centered approach to reading
aloud with children that can be used in school and at home (even by
low-literate parents).
➔ Dialogic reading scaffolds learning by expanding on students’ responses to
add more detail.
➔ Dialogic reading supports students’ oral language and vocabulary
development in a systematic manner.

BEFORE, DURING,
AFTER (BDA)
READING

PROCEDURE
I. Before reading

Using Edgar
Dale’s Cone of
Experiences
VOCABULARY
2. Use of pictures

PROCEDURE
I. Before reading
A. Provide an evaluation for the vocabulary words.
B. Recall their answers to the motivation and motive questions

PROCEDURE
II. During reading
Some Reminders:
• Show students the illustrations and use your facial expressions and
body language
• Check your student’s facial expressions and body language to
monitor interest and understanding.

PROCEDURE
II. During reading
• Use PEER Sequence
• Use CROWD Prompts

MODELLING: PEER SEQUENCE
1 2 3 4
Steps in PROMPT EVALUATE EXPAND REPEAT
Teacher uses one of Teacher listens to the Teacher repeats the Teacher asks student
Using the the CROWD student’s response to student’s response but the original prompt,
see if s/he can adds more detail. and student
PEER prompts to ask a
answer the prompt responds with an
question.
Sequence: correctly. expanded response
from what s/he
originally said.
Let’s try the PEER

Sequence

1 2 3 4
Steps in PROMPT EVALUATE EXPAND REPEAT
Teacher uses one of Teacher listens to the Teacher repeats the Teacher asks student
Using the the CROWD student’s response to student’s response but the original prompt,
see if s/he can adds more detail. and student
PEER prompts to ask a
answer the prompt responds with an
question.
Sequence: correctly. expanded response
from what s/he
originally said.
Teacher:
Teacher: Student: Teacher:
Anong uri ng bahay
Sample Anong uri ng bahay Bahay kubo Tama, ito ay larawan
nakatira ang mga
nakatira ang mga ng isang malaking
Dialogic batang lalaki? Teacher (thinking): bahay na kubo.
batang lalaki?
Student:
Reading (While pointing to That is the correct
Ang mga batang
the bahay kubo in answer but we can
Interaction the picture) expand on it.
lalaki ay nakatira sa
isang malaking bahay
kubo.
FIVE TYPES OF PROMPTS
The teacher leaves a blank at the end of a sentence and asks the student to complete it.
Completion prompts Example: Brown bear, brown bear, what do you see? I see a red bird looking at me. Red bird, red
bird, _______________________?
The teacher asks a question about a book that has been read. This type of prompt helps students
Recall prompts to remember story elements like what happened and describe sequences of events.
Example: Tell me what happened to the girl in the story.
The teacher asks students to describe what they see in order to increase their attention to detail
Open-ended prompts and develop their expressive fluency.
Example: What is happening in the picture?
The teacher ask students wh- questions (who, what, where, when, why, how) to help them
Wh- prompts build their vocabulary.
Example: What is inside the basket?
The teacher asks students questions to help them think about how the pictures and the text
Distancing prompts relate to their own lives and personal experiences.
Example: How did you feel on the first day of school? How do you think Uriel feels?
PROCEDURE
III. After reading

experiences.

LET’S DO IT TOGETHER FIRST!
Games are played and other
structured physical activities are done
during this part of the routine.
These activities activities may be done

indoor or outdoor depending on the
Outdoor/ Indoor Play nature of the activity and weathEr.
Children need a venue where they can

learn how to follow instructions and
rules of the game; follow a leader and
be a member, and sometimes be the
leader while working harmoniously in
a team.

Comprehension

Movement Vocabulary
Sheet
183

Comprehension

184

Comprehension

Movement Vocabulary
Sheet
185

Comprehension

186
Exit Ticket: 3-2-1
• On a sheet of paper, write:
– 3 most significant
insights you gained
today
– 2 things you need to do
to apply what you
learned
– 1 question or topic that
is still not clear to you
NO. OF ROUTINE DOMAINS COMPETENCIES ACTIVITIES MATERIALS
Kinder MIN
Learning Learning Center Listening
Program Speaking
Lesson
Reading
Maps
Writing
Math
Music and
movement
Circle Time
Storytelling
Arts and Crafts
Outdoor/ Indoor
Play
188
Synthesis

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R8 Eastern Visayas

ABC+: Advancing Basic Education in the Philippines | DAY 3 SESSION 6 PHONICS |

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

There are literacy and numeracy

The literacy learning centers focus on

The numeracy learning centers focus

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |.

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |.

This activity involves dancing and

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Phonological Awareness

60 Learning Stationr Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Phonological Awareness

The teacher will follow the BDA

First Reading The teacher reads the story aloud.

ABC+: Advancing Basic Education in the Philippines | DAY 3 SESSION 6 PHONICS

ABC+: Advancing Basic Education in the Philippines | DAY 3 SESSION 6 PHONICS

While developing oral language and

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Phonological Awareness

The teacher instills choosing food with

After snack time, where kids prepare and

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness

He/ she also gives reminders for the

The teacher also highlights the main

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

30 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

35 ● Literacy & Numeracy: Music and Phonological Awareness

60 Learning Station Activities Reading | Writing | Listening | Speaking |. Math

75 ● Literacy & Numeracy: Music and Phonological Awareness